Theses and Dissertations
Date of Award
Master of Education (MEd)
Dr. Zulmaris Diaz
Dr. Joy Esquierdo
Dr. Karen Lozano
The purpose of this autoethnography is to analyze the benefits I obtained as a bilingual, first-generation, Hispanic student by attending a STEM high school. PSJA Thomas Jefferson T-STEM Early College High School provides an Early College experience as well as a Bilingual STEM environment in a district located at La Frontera. This autoethnography uses two techniques to collect data: artifacts and reflective journals. As the researcher, I self-reflected and analyzed my own success story which will be viewed through a Narrative Inquiry lens to answer two questions 1) to what extent has the STEM model/ curriculum influenced my academic achievement toward post-secondary education? and 2) What factors influenced me as a bilingual Hispanic first-generation college student to major in a STEM focus career path? Three major common themes emerged as result of the research; STEM model and early college environment, support systems, and language value all play a role in helping a Hispanic, bilingual, first generation college student to be college ready and pursue higher education.
Garza, Adriana, "Autoethnography: A Self Reflection of the Benefits in Attending a T-STEM High School" (2020). Theses and Dissertations. 463.
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